PGCert Primary Education (5-11 years) with recommendation for QTS

About the Course

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The PGCert Primary programme at Brunel offers you the opportunity to qualify as a teacher across the whole primary age range of 5-11 years with an emphasis in either the 5-8 or the 7-11 age range.

Aims

This one-year full-time course equips graduates to teach in primary schools. The University works in partnership with local schools for initial teacher education through an associate tutor system (teachers in school who act as mentors during school placements) which not only helps to ensure that courses are meeting the needs of schools but also gives students a sound appreciation of the profession.

The intensive programme combines courses in principles and methods of teaching with practical school-based teaching placements and students are assessed on both elements.
 

Enquiries

Taught Programmes Office
School of Sport and Education
Brunel University
Tel: +44 (0)1895 267156
Email: sse-pgtcourses@brunel.ac.uk

All applications for PGCert programmes have to be made online through the Graduate Teacher Training Registry.  Details are on the GTTR website at: http://www.gttr.ac.uk/students/apply/

Special Features

• Brunel's initial Teacher Training Primary Education courses have been rated as 'excellent' by Ofsted
• Brunel has unrivalled experience in teacher training - one of the University's founder colleges was the first teacher training college in the British Commonwealth.
• Brunel is a leading research centre for work in supportive education, with particular expertise in high-ability children and those with learning difficulties
• Our location in West London and our diverse and well-established schools network mean you will gain a vibrant and multicultural experience of education.

During the course, opportunities may be offered to enhance your learning experience, which may incur a cost.

The primary centre has well-equipped resource bases including study areas, and a computer area where you can become familiar with hardware and software used in schools. We also have our own fully-equipped computer classroom. There is ample library provision, including a special children's library and youth services provision in the local area.

At Brunel we welcome applications from students with disabilities. Our Dyslexia and Disability Service has a particularly successful track record of supporting students on the Primary PGCE course.

Course Content

The course aims to equip students to teach across the whole primary age range with an emphasis in either the 5-8 or the 7-11 age range.

Students take all the primary National Curriculum subjects, with the exception of Design and Technology and Geography, through teaching experiences at the University and in partnership schools. Personal, social and health education, together with citizenship, are also featured on the course, with complementary work undertaken in schools.

Trainees will study the equivalent of four modules at Masters level giving 60 M-Level credits which can be counted towards appropriate Master's Degrees at Brunel and at many other universities. The modules focus on the core National Curriculum subjects and Special Educational Needs; ICT across Foundation Subjects and General Professional Studies.

Modules (all core)

• Developing Cross-Curricular Approaches
• Investigating Professional Practice
• Learning, Teaching and Assessing the Primary Curriculum
• School Experience
• School Preparation
• QTS Skills Test
  
  

Developing Cross-Curricular Approaches

• The National Curriculum for Information and Communications Technology for Key Stages 1 and 2, with reference to the Foundation Stage curriculum and Key Stage 3
• Ways in which the Web, email, CDROM, DVD and multimedia sources can enhance teaching and learning in schools
• The educational potential of software and hardware such as IWB
• Thorough understanding of aspects of planning, organising and managing ICT activities in the classroom
• The assessment of pupils’ capability in ICT through the application of various methodologies
• The impact of technology on communication and New Literacies within education, including the use of word processing, DTP presentation software and web applications
• The National Curriculum for Foundation subjects (art, music, modern foreign languages, history, physical education) and religious education with reference to Key Stages 1 and 2 and appropriate reference to the curriculum for the Foundation Stage and Key Stage 3
• Curriculum theory relating to cross-curricular work.
• Teaching styles and strategies
• Motivating learning

Investigating Professional Practice

• Lesson planning for teaching and learning, including differentiation
• Evaluating teaching and learning in relation to precise objectives
• Researching learning and teaching
• Establishing and maintaining order in the classroom
• Key teaching skills
• Working with other adults (including support staff and parents) and developing key interpersonal skills
• Government guidelines and statutory and legal frameworks, including the ‘Code of Practice for Pupils with Special Educational Needs’ and ‘Every Child Matters’
• Meeting the needs of children with EAL
• Meeting the needs of the most able pupils 

Learning, Teaching and Assessing the Primary Curriculum

• The National Curriculum for English for Key Stages 1 and 2, and insights into the relevant aspects of the curriculum for the Foundation Stage and KS3
• The National Literacy Strategy
• Subject knowledge for teaching English, including phonics, handwriting, spelling, grammar, children’s literature, poetry and drama
• SEN specific to English/Literacy (eg dyslexia)
• Assessment specific to reading, writing, speaking and listening (eg Miscue Analysis)
• The National Curriculum for Mathematics for Key Stages 1 and 2 and relevant aspects of the curriculum for the Foundation stage and KS3
• The National Numeracy Strategy
• Subject knowledge for teaching mathematics, including written and mental calculation strategies, the nature of the four operations, problem solving and investigative work, shape, space and measurement, data handling and the effective use of ICT in mathematics teaching
• SEN specific to numeracy (egdyscalculia) and the effects of other types of SEN (eg autism) on mathematical achievement
• The National Curriculum for Science for Key Stages 1 and 2
• The QCA guidelines for the teaching of science
• Subject knowledge for teaching science, including the main aspects of life processes and living things, materials and their properties and physical processes
• Developing knowledge and understanding of approaches and strategies to promote the development of children’s science process skills
• SEN specific to science
• Theories of learning, teaching and assessment
• Nature and interpretation of assessment
• Assessment systems, instruments and techniques, including assessment for learning
• Public policy and SEN
• The Code of Practice for pupils with SEN
• Inclusive practice in mainstream schools 

School Experience
Trainees normally spend eight weeks in school for the first School Experience module and the final synoptic module is compulsory for all trainees (usually of eight weeks). 

QTS Skills Test
This is a pass/fail dummy module employed on teacher training programmes within the School of Sport and Education to indicate when students have successfully passed all the TDA National Skills tests. The module allows exam board paperwork to clearly illustrate whether the requirement for Standard Q16 in Numeracy, Literacy and Information and Communications Technology (for recommendation for Qualified Teacher Status) has been achieved for which students. 

Through school-based learning the course also focuses on a range of professional issues relevant to teaching in a primary school. For example, the legal responsibilities of teachers, personal tutoring, working with parents.

In common with all PG Cert/PGCE courses, approximately 50% of the course takes place in schools. School experience includes visits to a link school, serial school experience and two blocks of full-time school experience. The schools where this takes place are all in partnership with Brunel University which gives you as trainees many added benefits. There are two formal teaching placements.

Before beginning the University-based part of the course, you are required to arrange two weeks of structured observation in a primary school.

Disclosure and Barring Service (DBS) requirement

This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check. The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email dbs@brunel.ac.uk.

Assessment

You are assessed through module assignments and by assessment of the Teaching Practices.

As the PG Cert is a professional course, full attendance is required both in college and during Serial and Block Practices.

In addition to the above, all trainees are required to take and pass the DfES / TDA QTS Skills Tests in English, Mathematics and ICT.

Recommendation for Qualified Teacher Status will be made by the Education Examination Board for all those who successfully demonstrate the Standards for QTS as shown in the requirements for University and school-based work; and also successfully pass the required QTS Skills Tests.

Employability

The Brunel PGCert is a recognised symbol of quality, and this is reflected in our high employment rates, and the feedback from past students, our partner schools and government agencies.

We have an extensive network of former students and contacts who hold positions of responsibility in UK schools and this also helps our graduates when it comes to finding the right job.

Fees for 2013/14 entry

UK/EU: £9,000 full-time

International students: £12,000 full-time

Fees and Finance: Full Time PG Cert Education Students 2012/13

TDA Training Bursaries

Fees quoted are per annum and are subject to an annual increase.

Entry Requirements

Pre-professional Course Attributes

Essential

• The ability to communicate clearly and grammatically in both spoken and written English. If selected for interview, you will be expected to interact effectively with university tutors and school colleagues and demonstrate the potential to form positive and productive relationships with colleagues and pupils in schools and in professional learning contexts.
• An enthusiastic and energetic approach which communicates clearly your commitment to teaching and working with children.

Desirable

• An awareness of the Professional Standards for the Award of Qualified Teacher Status (QTS). These are outlined on the Training and Development Agency (TDA) website in the document 'Qualifying to Teach' (TDA, 2007). They are the national expectations that all trainee teachers have to meet in order to qualify with QTS. Familiarity with them would be useful for you.

Pre-professional Course Knowledge

Essential

• An undergraduate honours or postgraduate degree. Normally this should be at least a 2.1 classification in preparation for Masters level professional study.
• English, Maths and Science grades A* to C or equivalent at GCSE level.
• In house GCSE equivalency tests will not be offered. Applicants must meet the GCSE requirements at the point of application.

Desirable

• Modules within your pre-professional degree course should provide a foundation of preparatory knowledge for the subjects within the National Curriculum.
• An informed personal philosophy on the aims of primary education, drawing on relevant reading and research.
• An awareness of recent government policy or initiatives in primary education.

Pre-professional Course Skills

Essential

• Recent and relevant experience of state school primary education in England.This may involve working as a teaching assistant or voluntary work over a sustained period of time. This experience must be for a minimum of two weeks in the academic year prior to the commencement of your PGCert training.

• Skills Tests - via the main GTTR application cycle, Brunel University will accept applications for PGCert courses within Education prior to completion of the Teaching Agency Skills Tests. If you are offered a place on one of the courses and have yet to meet the requirements of passing the Skills Tests then your offer will be conditional on passing these tests by the 30 June 2013. See more information on the Skills tests.
  

  Clearing applications will be dealt with on a case by case basis, however if you are in clearing from the 1 July 2013 the expectation is that you have already passed the required tests at the point of application to Brunel University.

Desirable

• Ideally pre-professional preparatory school experience should be across two phases of education ie Key Stage 1 and Key Stage 2.
• Evidence that you have planned, delivered and reflected on teaching or coaching episodes to pupils or young people in either educational contexts or within a learning community.

The Application Process

Following receipt of your application form from the Graduate Teacher Training Registry (GTTR), there are three stages:

• Initial screening by the Admissions Office for status, degree classification and GCSE requirements. In the case of some overseas qualifications, Brunel International may be consulted about the equivalence of these with British qualifications;
• Applications will then be passed to admissions tutors for the PGCert course you are applying to. The form will be scrutinised according to the criteria set out above. In addition, your application may highlight any questions or areas that tutors may ask or explore if you are invited for an interview;
• If you are invited for an interview, the criteria set out above will again be used to assess your application. The interview will involve: documents checks by Admissions Office staff; an introduction to the Postgraduate Certificate in Education (PGCert) course with the Brunel Primary Partnership; a written exercise and subject knowledge audit for English and mathematics; a group interview involving a discussion about issues in primary education with members of the Primary Partnership.

Following the interview we will consider all components of the process and will inform you of our decision as soon as possible.

It is important to realise that the above criteria are the ones we will use in assessing your application. Judgements, using these criteria, are based on our considerable experience as primary school teachers and university-based teacher trainers, judgements from school-based colleagues who are part of the Brunel Primary Partnership and are validated by regular quality enhancement procedures from Brunel University, the Brunel Primary Partnership Management Group and by the cycle of rigorous Ofsted inspections carried out on a national basis.
 
Should you be successful in gaining a place on the course, you will be required to secure a two-week pre-course initial school experience (ISE) opportunity in Key Stages 1 and 2, and one day in a secondary school. This must be completed prior to the commencement of the course (mid-September) but please bear in mind that schools will be closed from mid-July to early September, so we strongly advise that you arrange this by July. This ISE is a requirement of the course and candidates will not be able to enrol on the course if this has not been completed.

English Language Requirements

Brunel also offers our own BrunELT English Test and accept a range of other language courses. We also have a range of Pre-sessional English language courses, for students who do not meet these requirements, or who wish to improve their English.